Journal of English for Academic Purposes最新文献_第5页

Empowering academic communication in EMI higher education: Understanding the role of social-emotional need satisfaction in motivation and willingness to communicate 在EMI高等教育中加强学术交流：了解社会情感需求满足在交流动机和意愿中的作用

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-25 DOI: 10.1016/j.jeap.2025.101582

Sihan Zhou

Academic communication through a second/foreign language (L2) can generate much stress for students that may hamper their willingness to communicate (WTC) and motivation for learning. Guided by Collie's (2022) framework of social-emotional need satisfaction, this mixed-methods study investigates how satisfying students' basic needs for autonomy, competence, and relatedness affected their motivation and WTC at an English-medium instruction (EMI) university in China. Students' motivation was conceptualized through the notion of ideal self to include an ideal L2 self and an ideal disciplinary self to represent their desired future self-images as a competent English user and a successful subject expert, respectively. Quantitative results from structural equation modeling of questionnaire responses (N = 746) revealed that satisfying students' needs of autonomy and competence significantly predicted ideal L2 self and WTC, whereas the need of relatedness only predicted ideal disciplinary self. Qualitative analysis of interview data (N = 13) further illustrated distinct influential pathways of satisfying different needs on students' motivation and WTC, situated in specific academic communicative activities. Pedagogical implications are offered to the design of macro-level program, meso-level curriculum, and micro-level classroom teaching to support students' social-emotional needs, foster motivation, and improve WTC for academic communication in EMI higher education.

通过第二语言/外语（L2）进行学术交流会给学生带来很大的压力，这可能会阻碍他们交流的意愿和学习的动机。在Collie（2022）社会情感需求满足框架的指导下，本研究采用混合方法调查了中国一所英语教学（EMI）大学学生对自主性、能力和相关性的基本需求的满足如何影响他们的动机和WTC。学生的动机是通过理想自我的概念概念化的，包括理想的第二语言自我和理想的学科自我，分别代表他们期望的未来自我形象，作为一个称职的英语使用者和一个成功的学科专家。问卷调查结果（N = 746）的结构方程模型的定量结果显示，学生自主性和能力需求的满足显著预测理想二语自我和WTC，而相关性需求仅预测理想学科自我。访谈数据（N = 13）的定性分析进一步说明了在具体的学术交际活动中，满足不同需求对学生动机和WTC的不同影响途径。在此基础上，提出了从宏观层面的课程设计、中观层面的课程设计和微观层面的课堂教学，以支持学生的社会情感需求，培养动机，提高EMI高等教育学术交流的WTC。

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引用次数: 0

Generative AI in dissertation writing: L2 doctoral students’ self-reported use, AI-giarism, and perceived training needs 论文写作中的生成人工智能：L2博士生的自我报告使用、人工智能主义和感知的培训需求

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-15 DOI: 10.1016/j.jeap.2025.101570

MohammadHamed Hoomanfard, Yaser Shamsi

Generative Artificial Intelligence (GenAI) has been extensively employed by L2 doctoral students to assist with their dissertation writing. However, little is known about how these students engage with GenAI tools to complete their significant writing tasks in higher education. To address this gap, we conducted a qualitative study exploring L2 doctoral students' self-reported use of GenAI tools for dissertation writing purposes, concerns about AI-induced plagiarism (AI-giarism), and perceived training needs. We interviewed 54 doctoral students from different departments at a public university in the American Central South and applied thematic analysis to explore students’ perspectives. The findings showed that L2 doctoral students use GenAI tools for 18 distinct purposes, which can be categorized into exploration, confirmation, and execution. Two major themes emerged regarding AI-giarism: (1) students' uncertainty about the boundary between legitimate GenAI use and plagiarism, and (2) their dilemma over whether to acknowledge using GenAI in their dissertations. Regarding perceived training needs, students expressed a desire to learn about various GenAI tools suited for specific tasks, effective prompting, addressing plagiarism concerns, and managing data privacy issues.

生成人工智能（GenAI）已经被L2博士生广泛使用，以协助他们的论文写作。然而，对于这些学生如何使用GenAI工具来完成高等教育中重要的写作任务，我们知之甚少。为了解决这一差距，我们进行了一项定性研究，探讨了二级博士生在论文写作中自我报告使用GenAI工具的情况，对人工智能诱导的剽窃（AI-giarism）的担忧，以及感知到的培训需求。我们采访了来自美国中南部一所公立大学不同院系的54名博士生，并运用主题分析来探讨学生的观点。研究结果表明，L2博士生使用GenAI工具有18个不同的目的，可分为探索、确认和执行。关于人工智能剽窃，出现了两个主要主题：(1)学生对合法使用GenAI和剽窃之间界限的不确定性；(2)他们在是否承认在论文中使用GenAI的困境。关于感知到的培训需求，学生们表达了学习各种适合特定任务的GenAI工具的愿望，有效的提示，解决抄袭问题，以及管理数据隐私问题。

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引用次数: 0

Are all assignments created equal in EMI? A typology for equity and student engagement 在EMI中所有的作业都是平等的吗？公平和学生参与的类型

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-15 DOI: 10.1016/j.jeap.2025.101581

Murod Ismailov

As English Medium Instruction (EMI) continues to expand across non-Anglophone universities, the role of assignment design in shaping equitable content learning outcomes remains underexplored. This study asks: Are all assignments equally effective in EMI? To address this question, it introduces and empirically evaluates a Universal Assignment Design (UAD) typology consisting of six task types (foundational, interpretive, analytical, collaborative, applied, and integrative) designed to support comprehension, engagement, equity and academic language development in multilingual content classrooms. Drawing on a three-year, multi-institutional dataset from Japan, including e-portfolios, post-course reflections, and interviews across CEFR A2–C2 levels, the study examines how assignment types influence student participation and perceived learning. Results show that while foundational and collaborative tasks improve linguistic accessibility and confidence, analytical and integrative assignments foster higher order thinking only when carefully scaffolded. Reflective and applied tasks were especially valued for reducing anxiety and supporting self-expression among lower-proficiency learners. Grounded in Universal Design for Learning (UDL), sociocultural theory, and genre-based pedagogy, this typology offers a scalable, evidence-informed framework for EMI practitioners. The study contributes to English for Academic Purposes (EAP) scholarship by bridging the design–performance gap in EMI and identifying assignment strategies that promote inclusive, discipline-sensitive learning across proficiency levels.

随着英语媒介教学（EMI）在非英语国家大学的不断扩展，作业设计在塑造公平的内容学习成果方面的作用仍未得到充分探讨。本研究的问题是：在EMI中，所有的作业都同样有效吗？为了解决这个问题，本文引入并实证评估了一种通用作业设计（UAD）类型，该类型由六种任务类型（基础、解释、分析、协作、应用和综合）组成，旨在支持多语言内容课堂中的理解、参与、公平和学术语言发展。该研究利用来自日本的三年多机构数据集，包括电子档案、课后反思和CEFR A2-C2级别的访谈，研究了作业类型如何影响学生的参与和感知学习。结果表明，虽然基础任务和协作任务可以提高语言可及性和自信心，但分析和综合任务只有在精心搭建的情况下才能培养更高层次的思维。在低水平学习者中，反思和应用任务在减少焦虑和支持自我表达方面特别有价值。这种类型学以学习通用设计（UDL）、社会文化理论和基于类型的教学法为基础，为EMI从业者提供了一个可扩展的、循证的框架。该研究通过缩小EMI的设计-性能差距，并确定促进跨熟练程度的包容性、学科敏感性学习的作业策略，为学术英语（EAP）奖学金做出了贡献。

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引用次数: 0

Human-AI collaborative reading in academic contexts: An exploratory case study 学术语境下的人类-人工智能协同阅读：一个探索性案例研究

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-12 DOI: 10.1016/j.jeap.2025.101571

Dayoung Joo, Diane Belcher

The increasing prevalence of generative artificial intelligence (GenAI) in education presents new opportunities and challenges for second language (L2) learners' academic literacy development. While tools like ChatGPT can act as virtual experts, offering immediate feedback and engaging learners in reflective dialogues, little is known about how L2 readers interact with them in their academic practices and how their reading processes evolve. Taking a sociocognitive view, grounded in sociocultural theory and interpreted through the heuristic lens of the Direct and Inferential Mediation (DIME) model of reading comprehension, this exploratory case study examined how one international graduate student engages with GenAI to enhance academic reading. Data were collected over six weeks through screen-recordings of reading sessions, chat logs, stimulated recall interviews, and semi-structured interviews. Findings revealed that ChatGPT functioned as a translator, knowledge facilitator, and strategic partner, reducing reading anxiety while supporting comprehension across key components of the DIME model, such as vocabulary knowledge, background knowledge, inference-making, and reading strategies. Notably, the learner demonstrated a shift in reading approach, moving from an initial dependence on translation toward more strategic engagement with academic texts, including the use of summarization and inference. However, perceived AI limitations, such as questionable reliability and excessively detailed responses, occasionally caused fatigue for the learner. By providing an in-depth exploration of human-AI interaction in academic reading, the study contributes to the growing body of literature on GenAI's role in L2 education, laying the groundwork for future studies on its long-term impact on L2 reading.

生成式人工智能（GenAI）在教育领域的日益普及为第二语言学习者的学术素养发展带来了新的机遇和挑战。虽然像ChatGPT这样的工具可以充当虚拟专家，提供即时反馈并让学习者参与反思对话，但人们对二语读者在学术实践中如何与它们互动以及他们的阅读过程如何演变知之甚少。本探索性案例研究以社会认知观点为基础，以社会文化理论为基础，通过阅读理解的直接和推理调解（DIME）模型的启发式视角进行解释，研究了一名国际研究生如何使用GenAI来提高学术阅读。在六周的时间里，研究人员通过屏幕录音收集了阅读会话、聊天记录、刺激回忆访谈和半结构化访谈的数据。研究结果显示，ChatGPT作为翻译、知识促进者和战略合作伙伴，减少了阅读焦虑，同时支持理解DIME模型的关键组成部分，如词汇知识、背景知识、推理制定和阅读策略。值得注意的是，学习者在阅读方法上发生了转变，从最初的依赖翻译转向更多地与学术文本进行战略性接触，包括使用摘要和推理。然而，人工智能的局限性，如可靠性问题和过于详细的反应，偶尔会让学习者感到疲劳。通过对学术阅读中人类与人工智能互动的深入探索，本研究为越来越多关于GenAI在第二语言教育中的作用的文献做出了贡献，为进一步研究其对第二语言阅读的长期影响奠定了基础。

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引用次数: 0

Students’ self-determination in using machine translation and generative AI tools for English for academic purposes 学生出于学术目的使用机器翻译和生成人工智能工具的自主权

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-12 DOI: 10.1016/j.jeap.2025.101578

Hao Tran , Peter Crosthwaite , Quy Huynh Phu Pham

The rise of machine translation (MT) and generative artificial intelligence (GAI) presents opportunities and challenges for English for Academic Purposes (EAP) instruction. While MT/GAI can support students' learning beyond the classroom, overreliance on MT/GAI may hinder development of essential research and composition skills. Despite some research on MT/GAI's role in self-regulated learning, little is known about students' motivations for its use, and the potential mediating influences of instructional context and discipline. This study applies Self-Determination Theory to examine how autonomy, competence, and relatedness influence students' use of MT/GAI in academic writing. Using a mixed-methods approach, the study compares EAP students in an English as a Second Language context in Australia and an English as a Foreign Language context in Vietnam. An online survey validated through confirmatory factor analysis and discriminant validity testing gathered 416 responses, complemented by interviews with 17 students. Findings reveal a complex interplay between MT/GAI use and students' motivational needs. While students generally report moderate autonomy, competence, and relatedness in using MT/GAI in the survey, mixed-effects regression showed Australian students experienced lower relatedness compared with Vietnamese students, with disciplinary differences also significantly influencing students' perceptions of this construct. Interview data further highlighted diversity and complexity of students' perceptions, variation in EAP instructional approaches and peer-teacher dynamics surrounding MT/GAI. These findings support the need for contextually tailored pedagogical approaches fostering collaboration between institutions, teachers, and students, illustrated through innovations from an Australian EAP course that bridge research and practice in MT/GAI-assisted academic writing.

机器翻译（MT）和生成式人工智能（GAI）的兴起为学术英语（EAP）教学带来了机遇和挑战。虽然MT/GAI可以支持学生在课堂之外的学习，但过度依赖MT/GAI可能会阻碍基本研究和写作技能的发展。尽管有一些关于MT/GAI在自我调节学习中的作用的研究，但对学生使用MT/GAI的动机以及教学情境和学科的潜在中介影响知之甚少。本研究运用自我决定理论来研究自主性、能力和相关性如何影响学生在学术写作中使用MT/GAI。该研究采用混合方法，比较了澳大利亚英语作为第二语言环境和越南英语作为外语环境下EAP学生的情况。通过验证性因子分析和判别效度测试验证的在线调查收集了416份回复，并辅以对17名学生的访谈。研究结果揭示了MT/GAI使用与学生动机需求之间复杂的相互作用。虽然在调查中，学生普遍报告在使用MT/GAI方面有适度的自主性、能力和相关性，但混合效应回归显示，与越南学生相比，澳大利亚学生的相关性较低，学科差异也显著影响学生对这一结构的看法。访谈数据进一步强调了学生认知的多样性和复杂性、EAP教学方法的差异以及围绕MT/GAI的同伴-教师动态。这些发现支持需要根据具体情况量身定制教学方法，促进机构、教师和学生之间的合作，这一点通过澳大利亚EAP课程的创新来说明，该课程在MT/ ai辅助学术写作的研究和实践之间建立了桥梁。

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引用次数: 0

Unpacking the metagenre of graphical abstracts for scientific communication 解封科学传播的图形摘要元集

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101567

Md Mukibuzzaman Khan, Stephanie Link

Graphical abstracts (GAs) use multimodal representation to enhance the visibility and accessibility of research across disciplines. While increasingly common in scholarly publishing, little is known about the institutional forces that shape their production. Editorial guidelines function as a metagenre–a parent category that shapes and constrains the conventions of various genres and offers insight into how such frameworks standardize genre features while also allowing for disciplinary variation. This study conducts a metagenre analysis of GA editorial guidelines from 21 life sciences journals to understand how this metagenre is deployed to reinforce as well as modify publication practices in rhetorically strategic ways. Findings indicate that while guidelines define GAs, address the reader-oriented and paratextual purposes of GAs, and establish technical requirements, they lack guidance on the multimodal design process necessary to create compelling GAs that balance simplicity with research integrity. By providing a comprehensive metagenre analysis, this study adds to theoretical discussions of how metagenres articulate values, standardize practices, and shape social action. It also provides pedagogical and practical insights into how GA guidelines can guide individual composing processes.

图形摘要（GAs）使用多模态表示来提高跨学科研究的可见性和可及性。虽然在学术出版中越来越常见，但人们对影响其出版的制度力量知之甚少。编辑指南的功能就像一个元范畴——一个形成和约束各种类型惯例的父范畴，并提供关于这些框架如何标准化类型特征的见解，同时也允许学科变化。本研究对21种生命科学期刊的GA编辑指南进行了元元分析，以了解如何以修辞策略的方式部署该元元来加强和修改出版实践。研究结果表明，虽然指南定义了GAs，解决了GAs的面向读者和文本目的，并建立了技术要求，但它们缺乏关于创建令人信服的GAs所需的多模式设计过程的指导，以平衡简单性和研究完整性。通过提供全面的元元分析，本研究增加了关于元元如何阐明价值观、规范实践和塑造社会行动的理论讨论。它还提供了关于GA指南如何指导个人作曲过程的教学和实践见解。

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引用次数: 0

Profiling the outcomes of academic discourse socialisation through academic writing: A Q methodology study on student writers’ self-reflections 通过学术写作分析学术话语社会化的结果：学生作家自我反思的Q方法论研究

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101562

Kaixuan Gong , Hongmei Pang

Academic writing can be viewed as academic discourse socialisation (ADS), wherein learners engage with contextual affordances to adapt their writing, thinking and acting patterns. While the discoursal aspect of ADS outcomes is typically reflected in students' written products, the cognitive and behavioural aspects have yet to be effectively evaluated, despite individual-level evidence from case studies. To holistically explore students' changing writing- and learning-related beliefs and practices as their ADS outcomes, we introduced Q methodology to elicit cohort-level reflections. The same 60-statement Q sorting task was administered twice during an academic English writing course at a Chinese EFL university to 30 undergraduates from one class, followed by Q-based interviews with representative cases. By comparing the students' profiles yielded across two rounds, we identified three primary facets of their ADS outcomes, including advancing formal and rhetorical understanding of academic writing, enhancing awareness of academic source use, and effective use of socialising learning resources. Nevertheless, within a confined EFL learning and writing context, they consistently showed little sense of integration either into tertiary academic culture or into broader academic communities. Round 2 profiles' divergences further implied the variations in ADS outcomes stemming from individuals’ differing perceptions and interactions with contextual affordances.

学术写作可以被看作是学术话语社会化（ADS），学习者利用语境支持来适应他们的写作、思维和行为模式。虽然ADS结果的话语方面通常反映在学生的书面产品中，但认知和行为方面尚未得到有效评估，尽管有来自案例研究的个人层面的证据。为了全面探索学生的写作和学习相关的信念和实践的变化作为他们的ADS结果，我们引入了Q方法来引出队列水平的反思。在一所中国英语大学的学术英语写作课程中，对来自一个班级的30名本科生进行了两次相同的60句Q排序任务，随后进行了代表性案例的Q访谈。通过比较两轮学生的个人资料，我们确定了他们ADS成果的三个主要方面，包括提高对学术写作的正式和修辞理解，提高对学术资源使用的认识，以及有效利用社交学习资源。然而，在有限的英语学习和写作环境中，他们始终表现出很少融入高等教育学术文化或更广泛的学术社区的意识。第2轮资料的差异进一步暗示了ADS结果的差异源于个体不同的感知和与上下文启示的相互作用。

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引用次数: 0

BALEAP News BALEAP新闻

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101565

引用次数: 0

Language matters in EMI: Language related episodes in nursing PBL classrooms 语言对EMI的影响：护理PBL课堂中的语言相关事件

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101558

Anna Isabel Fernández-Córdoba , Guzman Mancho-Barés

This study investigates the occurrence of Language-Related Episodes (LREs) in English Medium Instruction (EMI) within Problem-Based Learning (PBL) sessions in a Nursing degree programme at a small-to-medium-sized university in Catalonia (Spain). EMI, which uses English as the medium for content instruction, reshapes pedagogical dynamics, often necessitating linguistic support, especially in sociolinguistic contexts like Spain, with low average English proficiency. Using an ethnographic approach, the study examines PBL tutors' and students' language practices from an emic perspective, analysing LREs that emerge during sessions. Five tutors (proficiency levels: B2 [n = 3], C1 [n = 2]) participated, and eight PBL sessions were observed and recorded.

Findings reveal that students, whose English proficiency ranged from A2 to C1, initiated over 70 % of LREs, reflecting their proactive engagement in seeking linguistic support. Vocabulary and code-switching were the most common focus areas, with a high resolution rate of LREs. Tutors played varied roles in addressing language challenges. C1-level tutors emerged as “language-aware” facilitators, engaging preemptively and reactively in LREs, providing corrective feedback, and leveraging code-switching to support disciplinary literacy. In contrast, “language-elusive” tutors tended to overlook students' linguistic needs. Despite tutors' self-identification as content-focused rather than language instructors, results indicate that their language awareness significantly influences students' development of disciplinary literacy. This research highlights the interplay between language proficiency, instructional support, and the expert role in EMI-PBL contexts, underscoring the importance of fostering language awareness in tutors to enhance EMI implementation.

本研究调查了西班牙加泰罗尼亚一所中小型大学护理学位课程中基于问题的学习（PBL）课程中英语媒介教学（EMI）中语言相关事件（LREs）的发生情况。EMI使用英语作为内容教学的媒介，重塑了教学动态，通常需要语言支持，特别是在西班牙等平均英语熟练程度较低的社会语言学背景下。本研究采用民族志方法，从主题的角度考察了PBL导师和学生的语言实践，分析了课程期间出现的LREs。5名教师（熟练程度：B2 [n = 3], C1 [n = 2]）参与，观察并记录8次PBL会话。调查结果显示，英语水平在A2到C1之间的学生发起了超过70%的lre，反映了他们积极主动地寻求语言支持。词汇和语码转换是最常见的重点领域，lre的分辨率很高。导师在应对语言挑战方面扮演着不同的角色。c1级导师成为“语言意识”的促进者，他们先发制人，积极参与LREs，提供纠正性反馈，并利用代码转换来支持学科素养。相比之下，“语言难以捉摸”的导师往往忽视了学生的语言需求。尽管导师自我认同为注重内容而非语言教师，但结果表明，他们的语言意识显著影响学生学科素养的发展。本研究强调了语言能力、教学支持和专家角色在EMI- pbl环境中的相互作用，强调了培养教师语言意识以提高EMI实施的重要性。

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引用次数: 0

Learning in English: A research synthesis on European countries with advanced english skills 英语学习：欧洲国家高级英语技能研究综述

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101564

Penny Heisterkamp, Anja Schüppert, Veerle Baaijen, Marije Michel

The purpose of this research synthesis was to map research on students' language skills and content learning in English as medium of instruction (EMI) contexts for countries with advanced English skills and wide use of EMI. Systematic searches resulted in a total of 38 relevant EMI studies conducted on the nine European countries meeting our selection criteria (Austria, Belgium, Denmark, Finland, Germany, Luxembourg, Norway, Sweden, and the Netherlands). The studies identified various language- and comprehension-related challenges for students, but there was no clear (negative or positive) effect of EMI on students' content learning. Participant characteristics differed in how often they were reported on, and the influence of most characteristics was rarely considered in analyses. The studies showed a preference for the use of surveys, self-assessment, non-longitudinal designs, and descriptive statistics, and the majority did not include a comparison condition. To improve our knowledge of effects of EMI on student learning, future research would benefit from (a) considering and reporting participant characteristics carefully, (b) using more objective and specific measures of academic performance, and (c) analysing EMI students’ skills over time and in relation to a comparison condition.

本研究综合的目的是为英语技能先进且广泛使用EMI的国家绘制学生语言技能和英语作为教学媒介（EMI）背景下的内容学习研究地图。系统搜索结果显示，在符合我们选择标准的9个欧洲国家（奥地利、比利时、丹麦、芬兰、德国、卢森堡、挪威、瑞典和荷兰）进行了总共38项相关的EMI研究。这些研究确定了学生面临的各种语言和理解方面的挑战，但EMI对学生的内容学习没有明显的（消极或积极的）影响。参与者的特征在报告频率上有所不同，大多数特征的影响在分析中很少被考虑。研究倾向于使用调查、自我评估、非纵向设计和描述性统计，而且大多数研究不包括比较条件。为了提高我们对EMI对学生学习影响的认识，未来的研究将受益于(a)仔细考虑和报告参与者的特征，(b)使用更客观和具体的学业表现衡量标准，以及(c)分析EMI学生随时间的技能和与比较条件相关的技能。

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引用次数: 0